Teaching Interests

My research career development has been motivated by interest in understanding how the nervous system interprets sensory information, integrates that with prior experience to produce adaptive behaviors. I try to frame these studies within the context of evolutionary theory. I feel that evolution in particular is an absolutely essential concept for students to grasp in order to be successful in modern behavioral neuroscience. My professional interests focus on animal behavior and neuroscience and thus I am most interested in courses dealing with animal learning/behavior/ethology, neuroscience/behavior-neuroscience as well as courses that focus on modern techniques used to understand brain-behavior relationships.

As a graduate student I was very involved in teaching and teaching related activities; these are listed on my CV. I have taught a considerable number of courses, served on curriculum and teaching related committees and have been involved in the development of pedagogy courses for graduate students. My approach to teaching is quite simple and is based on the following points. First, it is essential to be well prepared. When the instructor is well prepared the lecture is well delivered and this sets the standard for the students. Second, be excited about the topic and students will be more excited about the topic!  Third, engage and challenge ideas and students. In return students will be more likely to challenge themselves, consider alternative ideas and explore topics beyond the requirements of the course. This produces an interactive learning environment. Forth, provide easy access to exploration through web-based materials and an open door policy. Fifth, give students the respect you expect. In all of these points there is an underlying theme; I lead by example and I set high personal and professional standards for teaching and mentorship excellence. This basic philosophy along with a proactive approach to identifying those who are struggling and engaging them more personally and directly produces an environment where students can be very successful and enjoy doing so.

Finally, one of the most powerful experiences that shaped my interest and passion for science was my undergraduate participation in research. As an undergraduate, I had the opportunity to participate in a number of research projects. In retrospect these opportunities had a profound influence on shaping my scientific skills and in providing career opportunities. Hence, I am committed to the development of both undergraduate and graduate research programs and lab-seminar series for students in a way that will not only extend what students learn in related lecture series, but also prepares them in all aspects of science. This includes not only the hands on research but perhaps more importantly, theory building, presentation, publication, and grant writing (for graduate students). To that end I have successfully brought a number of undergraduate, graduate students into my lab. The result of their efforts has led undergraduates to graduate school, numerous poster presentations, awards and publications. Thus, whenever I get an opportunity, I encourage students to become involved with research. If they are not interested in my area of research I will find someone doing research in the area they are interested in and get them connected.